Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Engineering. Dr. Callahan received her Ph.D. in Materials Science, M.S. in Metallurgy, and B.S. in Chemical Engineering from the University of Connecticut. Her educational research interests include leadership, institutional change, engineering and STEM retention, and engineering, materials science, and mathematics education.Ms. Jocelyn B. S. Cullers, Boise State University Jocelyn B. S. Cullers is a Data Analyst at the Institute for STEM & Diversity Initiatives at Boise State University. c American Society for Engineering Education, 2017 Calculus Reform – Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and

Conference Session

Mathematics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Connecticut. Her educational research interests include retention, mathematics and materials science teaching and learning, first-year programs, accreditation, and faculty development.Ms. Jocelyn B. S. Cullers, Boise State University Jocelyn B. S. Cullers is a Data Analyst at the Institute for STEM & Diversity Initiatives at Boise State University. c American Society for Engineering Education, 2018 The Crux: Promoting Success in Calculus IIAbstractIn the 2013-14 school year, Boise State University (BSU) launched a major overhaul of CalculusI. The details of the reform, described elsewhere, involved both pedagogical and curricularchanges. In subsequent years, we developed several

Conference Session

Integrating Math Science and Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach, CA; William S. Sullivan, DeVry University, Long Beach

Tagged Divisions

Mathematics

AC 2011-1472: DERIVING ORIGINAL SYSTEMS OF EQUATIONS AS ANASSIGNMENT IN ENGINEERING AND TECHNOLOGY COURSESMurray Teitell, DeVry University, Long Beach, CA Murray Teitell, Ph.D. is a Professor at DeVry University, Long Beach, CA. He teaches courses in math- ematics, science and technology. His research interests are algorithms, solutions of equations and active learning. He is a Director of the Mathematics Division of ASEE.William S. Sullivan, DeVry University, Long Beach Page 22.422.1 c American Society for Engineering Education, 2011 Deriving Original Systems of Equations

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach; William S. Sullivan, DeVry University, Long Beach

Tagged Divisions

Mathematics

Paper ID #6355Students Use Statistics to Justify Senior Project SelectionDr. Murray Teitell, DeVry University, Long Beach Murray Teitell is a Professor at DeVry University, Long Beach, California. He teaches courses in mathe- matics, science and technology. His research interests are algorithms, solutions of equations and statistics as they relate to education, engineering and design. He is Program Chair-Elect of the Mathematics Divi- sion of ASEE.Mr. William S. Sullivan, DeVry University, Long Beach Page

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Thomas Singraber B.Sc., Joanneum University of Applied Sciences; Christian J. Steinmann, HM&S IT-Consulting; Marton Szabo-Kass B.Sc., Joanneum University of Applied Sciences; Stefan Woerndl B.Sc., Joanneum University of Applied Sciences

Tagged Divisions

Mathematics

University of Applied Sciences Thomas Singraber obtained his B.Sc. in Automotive Engineering at the FH Joanneum, University of Applied Sciences Graz, Austria. Currently he is working on finalizing his Master’s Thesis at the same faculty with a company partner supplying components to top motorsport teams all over the world. During his time at the Formula Student team he focused his work on aerodynamics and chassis developement and achieved therefore practical knowledge on a wide spectrum of racing topics. On completion of his studies, he intends to pursue an interdisciplinary career in the automotive sector with a strong motorsport affiliation.Mr. Christian J. Steinmann, HM&S IT-Consulting Christian Steinmann has

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Keiser, University of Tulsa; William Hamill, University of Tulsa; Bryan Tapp, University of Tulsa; William Potter, University of Tulsa; Jerry McCoy, University of Tulsa; Peter LoPresti, University of Tulsa; Donna Farrior, University of Tulsa; Shirley Pomeranz, University of Tulsa

Tagged Divisions

Mathematics

Figure 4. Comparison of Conceptions of Mathematics Inventory (CMI) Results. CMI given at start of fall 2004 Calculus I and at end of spring 2005 Calculus II. Data collected for 48 students who took both fall 2004 and spring 2005 CMI . AVERAGE VALUES. 1 2 3 4 5 6 I . N a tu r e o f M a th e m a tic a l K n o w le d g e 1 . C o m p o s itio n o f M a th e m a tic a l F a ll: 3 .8 7 S p r i n g : 3 .7 2 K n o w le d g e K n o w l e d g e a s f a c t s , f o r m u l a s, a n d

Conference Session

Applied Mathematics

Collection

2007 Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University-Purdue University-Fort Wayne

Tagged Divisions

Mathematics

obtained by solving the equation1s$$ - y n2 sin(s ) ? 0 , (1)In general, the conditions at the starting time, t = ts, are given by 2t ? t s ,s (t s ) » s s ,s$ (t s ) » s$s . (1a)In these equations, the dots represent differentiation with respect to time t and thequantity n , which has units of rad/s, is related to the natural frequency of the system.As an example, for a compound pendulum swinging in the vertical plane about ahorizontal axis that goes through point O, mtotal gdyn » , (1b) J0where, mtotal is the total mass of the pendulum; g is the

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

N. Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

advancing technology,is increasing the necessity for astute critical thinking skills, yet many students arrive at the universitywith these skills underdeveloped. Such higher-level thinking involves analyzing, evaluating, andcreating (the topmost three levels of thinking in Bloom‟s Taxonomy of the Cognitive Domain revisedby Anderson in 2001). Several researchers in the late 1990s into the 2000s have shown thatprocessing new information using these thinking skills increases students‟ information retention. Inaddition, thinking critically helps prepare students to become successful global citizens because theycan make the decisions and solve the problems of modern life more astutely, having both theknowledge retained and the thinking skills developed

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Arthur Snider, University of South Florida; Sami Kadamani, Hillsborough Community College

Tagged Divisions

Mathematics

( x, 0 ) = 0, ( x, Y ) = f y =Y ( x, t ) ∂y ∂yWith Fint erior ( x, y; s ) and Fy =Y ( x; s ) denoting the Laplace transforms of f int erior ( x, y, t ) and f y =Y ( x, t ) , respectively, USFKAD expresses the Laplace-transformed solution asΨ = Ψ1 + Ψ 2Ψ1 = ∑ κ sin κ x x cosh κ x2 + sy A ( s; κ x ) x Page 11.188.7 π 2π 3πwith κx = , , ,... X X X 2A ( s; κ x ) = ∫ 0X dx sin κ x x M

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Elton Graves, Rose-Hulman Institute of Technology

Tagged Divisions

Mathematics

school with advanced placement credits in mathematics to take additional mathematicscourses beyond the courses required for their major.Creating courses and tracts of interestOver the past few years the Rose-Hulman Mathematics Department has made several changes toencourage students to take upper level mathematics courses. One of the major changes was tochange the courses required to get a degree in mathematics. Until the late 1900’s Rose had onlyone tract for a degree or major in mathematics. We have now split this into four different tracts.Our first tract is for the traditional mathematics major who wants to go to graduate school andearn and masters degree or doctorate in mathematics. This tract is not a tract that would interestmost

Conference Session

Mathematics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Goldsmith P.Eng., University of Calgary

Tagged Divisions

Mathematics

operator, applied in postfix notation. To obtain the transferfunction of this system, one assumes that the initial conditions of the input and output signals arezero and applies the Laplace transform to both sides of this differential equation to giveU(s)a(s) = Y (s)b(s), where U(s) and Y (s) are the Laplace transforms of u(t) and y(t),respectively, and s is a complex variable. This yields the transfer function Y (s)/U(s) = a(s)/b(s),which may be multiplied by a particular transformed input U(s) to find the correspondingtransformed output Y (s).Transfer functions are appealing in that they model dynamic systems as rational functions that canbe added, multiplied, and inverted to reduce networks of interconnected subsystems. However,the educational

Conference Session

Innovative Instructional Strategies

Collection

2009 Annual Conference & Exposition

Authors

Josue Njock-Libii, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mathematics

were essentially viscously damped, with amaximum discrepancy between theory and experiment of 5% 6. The motion of that sphere isbeing used here as a convenient reference with which that of the golf ball can be compared.Table 2. Sample experimental data for two spheres Metal Metal Golf Golf Time(s) x(cm) Log(x) x(cm) Log(x) 0 1.94 0.662688 1.875 0.628609 25 1.645 0.49774 1.525 0.421994 50 1.4 0.336472 1.3 0.262364 75 1.3 0.262364 1.1 0.09531 100 1.15 0.139762 0.93 -0.07257 125 1.01 0.00995 0.775 -0.25489 150 0.905 -0.09982 0.675 -0.39304 175 0.875 -0.13353

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Stephen Pennell, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts-Lowell; John White, University of Massachusetts-Lowell

Tagged Divisions

Mathematics

. Taking thetransform of both sides of equation (2) and solving for the transform of x(t), we obtain X ( s ) = W ( s ) F ( s ) + W ( s )  mx′ ( 0 ) + ( ms + c ) x ( 0 )  (3)Here X(s) denotes the transform of the response x(t), F(s) denotes the transform of the input f(t), 1and W ( s ) = 2 denotes the so-called transfer function. Clearly, W(s) depends only on ms + cs + kthe system parameters, F(s) depends only on the input, and the term in brackets depends on thesystem parameters and the initial state of the system. Thus, the representation of the systemresponse given by equation (3) makes it easy to distinguish between the effects of systemparameters, input, and initial

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shirley B. Pomeranz, The University of Tulsa; Peyton James Cook Ph.D., The University of Tulsa

Tagged Divisions

Mathematics

some data analysis to determine what trends, if any, may apply tovarious aspects of her calculus courses. The following graphics indicate the data and results.Figures 1, 2, and 3, respectively, display overviews of the total Calculus I, Differential Calculus,Math 2014 enrollments; Calculus II, Integral Calculus, Math 2024 enrollments; and Calculus III,Multivariable Calculus, Math 2073 enrollments, by semester, from spring (S) 2000 through fall(F) 2016. It can be observed that enrollments are larger for the traditionally “on-sequence”courses of Calculus I and Calculus III during the fall semesters and for Calculus II in the springsemesters. Also noted is a trend of increasing enrollments. There is a surge in the Calculus Ienrollments that

Conference Session

Engineering Mathematical Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

THINKING TOOL IN CONTEMPORARY MATHEMATICS AbstractThis study examines the relationship among learning, writing, critical thinking, and knowledgeretention. Having noted students‟ surprise at failing a math placement test when they believethey “know” the material on it, the author hypothesizes that a lack of critical thinking about thematerial in earlier math courses allows students‟ memory of it to fade over time. The author usesBloom‟s Taxonomy, as modified and published in 2001, to show the need for higher-levelthinking to facilitate knowledge retention. Writing is used as a principal strategy for stimulatingcritical thinking among students studying Contemporary Mathematics at

Conference Session

The Use of Computers in Teaching Mathematics

Collection

2008 Annual Conference & Exposition

Authors

Jenna Carpenter, Louisiana Tech University; Brian Camp, Louisiana Tech University

Tagged Divisions

Mathematics

no two students arelikely to receive the exact same problem decreases the odds of cheating or copying answers fromother students, both of which are widespread issues when assigning problems from the textbook.There are online homework systems, such as WebAssign, which are tailored to individualtextbooks, but they typically utilize the same homework problems as in the textbook andeqpugswgpvn{"fqpÓv"thwart cheating or the problems associated with easy access to completesolutions manuals.One aspect of teaching that WeBWorK can change radically is the meaning of Ðoffice hoursÑ.WeBWorK allows students to e-mail their instructor and/or other designated person(s) frominside a particular problem in their WeBWorK assignment. The instructor (and/or

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannah L. Crandall, Washington State University; Kristin Lesseig, Washington State University

Tagged Divisions

Mathematics

Crandall, a clinical associate professor of computer science atWashington State University, for his thoughtful assistance in outlining an ontology of computingtools reported by participants in this study, especially those closely associated with specializedengineering endeavors involving embedded systems, web development, and 3D drawingsolutions. 9References[1] Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture oflearning. Educational Researcher, 18, 32-42.[2] Magana, A. J., Falk, M. L., Vieira, C. and Reese, M. J. (2016). A case study ofundergraduate engineering students' computational literacy and self-beliefs

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

over the course of the semester, ensuring that each GTA workedwith each undergraduate precalculus assistant and with all or nearly all of the otherundergraduates. The content of the combined course was closely connected to the precalculusclassrooms at the university and to cooperating teacher classrooms at the high schools.Pedagogical content knowledge was addressed directly and repeatedly, as were reflection onpractice and professional identity.Use of Cases in the Combined CourseIn the 1990’s, the Harvard Mathematics Case Development Project (HMCDP) sought to establisha basis of cases for the preparation of mathematics teaching professionals. Several of those caseswere published as Windows on Teaching Math: Case Studies in Middle and

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Topics

Diversity

Tagged Divisions

Mathematics

purpose of this paper is to recommend adapting new pedagogical methods to theaccepted topics in an introductory probability and statistics course for engineeringundergraduates—methods that better match the learning characteristics of Millennial students inour courses. In a nutshell, those characteristics may be summarized as: (1) They want relevanceto their major, and future engineering career; (2) They want rationale (for the textbook selected,and for specific course policies and assignments); (3) They revel in technology (to collect data,compute, communicate, and multi-task); (4) They want a relaxed, hands-on environment; (5)They prefer instructors who rotate among several classroom delivery methods.Considering the “Five R‟s” learning

Conference Session

Integrating Math Science and Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Po-Hung Liu, National Chin-Yi University of Technology; Ching Ching Lin, National Taipei University of Technology; Tung-Shyan Chen, National Chin-Yi University of Technology, Fundamental General Education Center; Chiu-Hsiung Liao, National Chin-Yi University of Technology, Fundamental General Education Center; Yen Tung Chung, National Chin-Yi University of Technology, Fundamental General Education Center; C. Lin, National Chin-Yi University of Technology, Taiwan R.O.C.; Ruey-Maw Chen, National Chin-Yi University of Technology

Tagged Divisions

Mathematics

in 1981. He is an assis- tant professor in Fundamental General Education Center, National Chin-Yi University of Technology.P. C. Lin, Fundamental General Education Center of National Chin-Yi University of Technology, TaiwanR.O.C.Ruey-Maw Chen, National Chinyi University of Technology Ruey-Maw Chen, he was born at Tainan, Taiwan, R.O.C. He received the B. S., the M. S. and the PhD degree in engineering science from National Cheng Kung University of Taiwan R.O.C. in 1983, 1985 and 2000, respectively. From 1985 to 1994 he was a senior engineer on avionics system design at Chung Shan Institute of Science and Technology (CSIST). Since 1994, he is a technical staff at Chinyi Institute of Technology. Since 2002, he has been

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra B. Nite, Texas A&M University; Brady Creel, Texas A&M University at Qatar; Jim Morgan, Charles Sturt University; Jowaher E. Almarri

Tagged Topics

Diversity

Tagged Divisions

Mathematics

(PCAST). “Transformation and opportunity: The future of the U. S. research enterprise,” Washington, DC: PCAST, 2012.[2] M. W. Ohland, and E. R. Crockett. “Creating a catalog and meta-analysis of freshman programs for engineering students: Part 1: Summer bridge programs,” in Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition. Montreal, Canada: ASEE, June 16-19, 2002.[3] B. P. An. “The Impact of Dual Enrollment on College Degree Attainment Do Low-SES Students Benefit?” Educational Evaluation and Policy Analysis, 0162373712461933, 2012.[4] A. Gamoran, A. C. Porter, J. Smithson, and P. A. White. “Upgrading high school mathematics instruction

Conference Session

Approaches to Mathematics Curriculum to Include Projects and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles C.Y. Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, CSUB STEM Affinity Group

Tagged Divisions

Mathematics

knowledge inpractical applications, engineering applications were introduced to the student activity.Students agreed (on a yes/no scale, with 93.3% agree, n=15) to the statement that thismodel “help[s] you to understand the role of mathematics in physics and engineering”.The more surprising result was that students also agreed (73% agree, n=15) to thestatement that the co-teaching model “help[s] you to be successful in this calculuscourse”, when the applications are in the pre-calculus level. Attitudinal data will continueto be tracked for the rest of this academic year. Grade Distribution A baseline measurement through the X Calculus Readiness test is used to measurethe mathematics aptitude of students getting into calculus. The one

Conference Session

Students' Abilities and Attitudes

Collection

2010 Annual Conference & Exposition

Authors

Geoff Wright; Peter Rich, Brigham Young University; Keith Leatham, Brigham Young University

Tagged Divisions

Mathematics

outperformed by 16other industrialized nations in science, and by 23 nations in mathematics (only 30 nationsparticipated). Narrowing the curriculum is not advancing the U.S.’s educational system and isinadequately preparing students to compete in a 21st century world.Lateral TransferRather than reduce the curricula, research indicates that systematically pairing specific subjectsmay improve both learning and motivation. For example, research consistently demonstrates astrong correlation between second language (L2) learning and increased first language ability onstandardized achievement tests. L2 learners have greater: syntactic awareness (Bialystock, 1988,Galambos & Goldin-Meadow); phonological awareness (Bruck & Genesse, 1995; Campbell &

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mathematics

verbal (V) ability, in the middle is spatial (S) and math (M) is on the right. STEMstudents, to the right of Figure 1, have an ‘I’ shaped ability profile (i.e. M > S > V), incontrast to the ‘V’ shaped profile (i.e. M ≥ V > S) of the HSS students. Clearly, the ‘I’shaped profile, developed by high school, was a predictor of a STEM education path anddistance travelled on this path. Given that this predictor contains not just math ability butspatial ability also, STEM educators have reason to treat spatial ability in the same way asmath ability: assess incoming students for the ability and provide resources to address anyshortcomings in it. While it is now common to find math learning support centers co-existingbeside engineering schools

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter J. Sherman, Iowa State University

Tagged Divisions

Mathematics

traditional formative frameworkassociated with K-12 education, but rather, in relation to what one might deem, the positiveoutcome framework associated with students majoring in STEM areas at the university level.The motivation for this approach is based on an argument that, while university students inSTEM disciplines are considered as STEM education achievements, fundamental flaws in basicconceptual mathematical knowledge persist; flaws that if more aggressively addressed at the K-12 level could result in attracting more youth to pursue STEM interests. The argument is basedon personal anecdotal evidence associated with the author‟s experiences. Hence, it does not havea rigorous foundation. Nonetheless, it is an argument that will hopefully resonate

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

gradingincentive that works well with students. Therefore, our proposed course structure used aneffective combination of group learning and specially prepared detailed course notes. After thefirst (background check) quiz the following e-mail (boxed below) was sent to the class givingstudents another opportunity to relearn the topics. The quiz 1 mentioned below was multiple-choice type. Many students would guess answers on such questions. But the condition forregrading such quizzes was they must learn the correct reason/s for each of the missed questionby reading notes, or by discussions with groupmates or others. This worked very well. In fact,our data shows a consistent interest among students. Further tracking some of the students fromFluids II to the

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel

Tagged Divisions

First-Year Programs, Mathematics

. computer lab work and group exercises [25].Table 3. Description of categories within the Assessment Methods theme. Description Example Student reflections Students are asked to report A five-point scale was used to on their perceptions of the ask students about the course innovation(s), impacts of an engineering typically using Likert scales professor visiting precalculus and/or open response courses [17]. questions. Pre

Conference Session

Mathematics Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jing Zhang, Virginia State University; Yongjin Lu, Virginia State University ; Zhifu Xie, Virginia State University; Dawit Haile, Virginia State University; Keith Williamson, Virginia State University

Tagged Divisions

Mathematics

increases. Thus we denoteproduction cost as ci (z), where the first derivative ciz < 0. In addition, let s(β, γ)denote the collaboration cost. The mathematical model for the firm’s payoff is: ΠI = b1 z − M − s(β, γ) − ci (z) (2)where b1 is a positive constant and b1 >> 0. We assume furthermore that s(β, γ)is convex with respect to both β and γ. The collaboration cost increases as the GAME THEORY APPROACH ON A UNIVERSITY-INDUSTRY COLLABORATION MODEL 7relevance γ decreases, but at a decay rate. That is, sγ < 0 and sγγ > 0. And ci (z)is also convex with respect to z.2.5. Formulation of the University’s Model. The payoff of the university fromthe collaboration

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Mathematics

the opportunity to immediately apply the new mathematical “tool” to an engineeringproblem. This “tool” consisted of the core mathematical concept which they learned about in thelectures and tutorials of the AEM course, and the numerical implementation that they learnedthrough the Matlab modules. For example, the first module showed the students how to solve aset of simultaneous equations which was directly applicable to the multi-loop DC circuitproblems which they were solving in their Circuit Analysis course at the same time. While in thelast module the students learned how to determine the inverse Laplace transform of rationalfunctions using the residue command in Matlab. This enabled them to work through s-domaincircuit design problems

Conference Session

Mathematics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

John W. Sanders, California State University, Fullerton

Tagged Divisions

Mathematics

wherever you want, and orient the axes however you want;the value of a scalar remains the same.*If one desires, one can represent this invariance with an equation. Consider two orthonormalcoordinate bases, S and S , which differ by an arbitrary proper, rigid rotation, as shown inFigure 1(a). If a is the value of a certain scalar (such as your pen’s mass) in S, and a is the valueof the same scalar in S , then a = a. (1)This is the transformation rule for scalars under proper, rigid rotations. (a) (b) Figure 1. (a) Two orthonormal coordinate bases S = {ˆ ˆ3 } and S